Needs Assessment Goals

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Needs AssessmentGoals ObjectivesInstructional
DesignInstructional Methods

• Heidi Julien
• LIS 526
• Winter 2010

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Needs assessment

• An information based process for systematic
  determination of needs as a basis for program
  planning and development, e.g., for instruction

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Needs - discrepancy

• Actual status less than targeted status (what
  ought to be)
• Process determine target status, gather data to
  determine actual status, compare to uncover
  discrepancies identify needs

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Needs - want or preference

• Need is a change desired by a majority of some
  reference group (the democratic view)
• Process determine perceptions of needs of
  selected individuals or groups. Use public or
  professional opinion regarding needs as basis to
  establish educational goals/policy.

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Needs - deficit

• A need exists if the absence or a deficiency in
  the area of interest is harmful. A need is a
  state in which a minimum satisfactory level has
  not been reached or cannot be maintained.
• Process difficult to establish minimum level

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Needs - broad definition

• A need is something that is necessary or useful
  for some defensible purpose.

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Identifying needs(collecting data)

• reference use patterns
• circulation statistics
• re-shelving statistics
• specific anecdotal evidence from librarians,
  faculty, students
• survey of open-ended questions
• observation

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Goals

• General statements of purpose that give direction
  to subsequent planning.
• Examples
• Promote library use among a particular group of
  students
• Decrease anxiety about using online systems
• Justify the purchase of a very expensive service
• Enhance the librarys image within the community
  or business

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Objectives

• Statements of purpose that break goals into
  specific, measurable steps that are taken to meet
  the goals.
• 1. Terminal objectives
• Specific, meaningful units of overall goals
• 2. Enabling objectives
• Define specific knowledge, behavior, or skills
  necessary to achieve terminal objectives

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Example of goal objectives

• Goal
• Clients will be able to use the library
  efficiently and effectively after completing the
  library instruction program.
• Terminal objective
• Clients will view the library staff as sources of
  information.
• Enabling objective
• The client asks the reference librarian for help
  when unable to answer library-related questions.

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Identify the goal, the terminal objective, the
enabling objective

• The student will know how to use reference tools
  basic to all subject areas.
• The student will be able to make efficient and
  effective use of the library.
• Given a list of topics and a list of indexes, the
  student will be able to select correctly at least
  85 of the time the index that covers the topic.

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Components of a well-constructed enabling
objective

• The learner or student
• The observable behavior or action performed
• know write
• understand recite
• apply identify
• perceive list
• analyze select
• The situation or conditions in which the
  performance is to occur
• The criterion or acceptable behavior
• Example
• In five minutes, the student can list five
  periodical titles in an unfamiliar subject field
  using a directory such as Ulrichs.

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Criteria (minimum acceptable performance)

• a time limit
• The student will correctly identify and explain
  the purpose of selected elements on a sample
  catalog entry in 5 minutes.
• percentage accuracy
• Given a list of topics and a list of indexes, the
  student will correctly select at least 85 of the
  time the index which best covers each topic.
• error tolerance
• Given a list of 25 information needs, of which 14
  are best handled by the library, the student will
  correctly identify 12 of the 14 as best answered
  by the library.

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Criteria (continued)

• essential terms or concepts
• Given a list of basic services, the student will
  describe each.
• process standards
• Given a topic, the student will compile a quality
  bibliography using an efficient search strategy.
• expert approval
• Given a topic, the student will compile a quality
  bibliography which will be judged by a librarian.

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Assessing enabling objectives

• Do the objectives indicate learning outcomes that
  are appropriate?
• Do the objectives represent all logical learning
  outcomes?
• Are the objectives attainable by these particular
  students or clients?
• Are the objectives in harmony with the philosophy
  of the library in which the instruction occurs?
• Are the objectives in harmony with basic
  principles of learning?
• Readiness (maturity, background)
• Motivation (reflect clients needs/interests)
• Retention (will the learning outcomes last)
• Transfer value (applicable in new situations)

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ACRL Standards

• Logical hierarchy of performance indicators and
  learning outcomes
• ACRL Information Literacy Competency Standards
  for Higher Education (www.ala.org/ala/mgrps/divs/a
  crl/standards/informationliteracycompetency.cfm

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Instructional design

• Discerning the methods of instruction most likely
  to work best for different situations
• Elements
• Instructional conditions
• Learners
• Learning objectives
• Subject content
• Instructional resources
• Methods
• KISS
• (short, simple, geared to pre-established
  objectives)
• Outcomes

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Instructional design process

• Analyze what is to be taught/learned
• Decide how it is to be taught/learned
• Conduct try-out and revision
• Assess whether learners learn

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Steps to planning

• Analyze the learners
• Who are they
• What do they have in common
• What prerequisites would you expect
• Analyze the learners way of learning, their
  particular needs
• Most effective teaching methods for these
  learners
• When is best time/week/year

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Steps to planning (continued)

• Determine challenges goals of the session
• State objectives in clear, measurable terms
• Determine teaching methods and session plan
• Be mindful of
• The time allotted
• Sequencing
• Be clear about objectives, be logical, consider
  efficiency effectiveness, be clear
• Selectivity (highlight whats important with
  verbal or other cues)
• Variety (voice, learning aids, discussion v.
  lecture, demos, hands-on, ask questions, moving
  around)
• Materials, notes needed
• Handouts

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Steps to planning (continued)

• Give a post-class assignment to check whether
  instructional objectives achieved
• Use an appropriate way of getting feedback from
  students

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Instructional methods

• Teachers role is one of
• Facilitator
• Collaborator
• Consultant
• Clarify expectations for the session/course
• Draw out the experience adult learners have to
  offerrecognize that experience

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Methods (continued)

• Avoid learner overload
• Assess whether or not students have learned what
  you think they have learned
• Develop learning atmosphere of mutual respect,
  support, trust
• Arrange classroom seating to facilitate
  interaction development of relationships

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Methods (continued)

• Ensure that information provided is used in a
  practical way to solve problems, make decisions
  (problem-oriented), emphasize synthesis
• Emphasize application of knowledge

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Methods (continued)

• Provide opportunities for self-service
  (independent learning)
• Signs
• Handouts
• Self-guided tours
• Point of use modules
• Workbooks
• Computer-assisted instruction (CAI)
• Consider scheduling issues (time constraints of
  these students)